Name: Yosores, Loraine Jane B.

Year and Section: BSEd English 2B

Course: EDUC 204 - The Teacher and the Community, School Culture, and Organizational
Leadership
Instructor: Benjamin Mangila Ph.D.

Activity 1. School-Community Partnerships and the Roles of Stakeholders

Directions: Complete the following table by discussing briefly the roles that each of the
stakeholders plays in the given school-community partnership programs and activities.
Programs/ Parents Alumni Local Religious Non-
Activities Officials Leaders Government
Organizations
1. Brigada Alumni can Local Religious Non-
Eskwela return to their officials can leaders can government
alma mater to provide lead prayer organizations
participate in resources, sessions and (NGOs)
the cleanup funding, and providing provide
and repair support to spiritual resources,
activities. Brigada support to expertise, and
Eskwela the manpower to
maintenance volunteers, support the
and repair parents, and school
efforts. students maintenance
involved in and repair
the Brigada. efforts.
2. Parents can Alumni can Local Religious NGOs can
Curriculum provide input provide officials can leaders can contribute to
Development and feedback insights and provide input provide curriculum
on the expertise on the needs moral and development
educational from their of the ethical by providing
programs and own community, perspective, expertise,
materials, experiences, identifying encouraging resources, and
helping to sharing their skills and students to research to
ensure that knowledge knowledge explore support the
they are and skills gaps, and values and creation of
relevant and with current ensuring that principles relevant and
effective for students, and the that are effective
their children. serving as curriculum is important in educational
mentors and relevant and their faith, content.
role models aligned. and
to inspire and promoting a
motivate sense of
future community
generations. and social
responsibility.
3. Work Parents can Alumni can Local Religious NGOs can
Experience provide serve as officials can leaders can partner with
Programs opportunities mentors, play a vital provide schools to
for their guest provide mentorship, provide Work
children to speakers, and resources, guidance, Experience
gain practical industry guidance, and spiritual Programs,
work experts, and support to offering
experience sharing their oversight to students, students
and skills, and real-world ensure the helping them valuable
by supporting experiences program's develop their learning
the program and insights success, as sense of experiences,
through their to help well as by purpose and skills
involvement students facilitating values while development,
and feedback. develop connections navigating and exposure
employability between their career to real-world
skills and schools, paths. applications.
explore businesses,
career and the
options. community
to promote
economic
development
and
workforce
readiness.
4. Parents can Alumni can Local Religious NGOs can
Remediation support their provide officials can leaders can provide
and children's mentorship, provide provide expertise,
Enrichment academic guidance, and funding, spiritual resources,
Classes development real-world expertise, guidance, mentorship,
by providing experiences and moral and
additional to current advocacy to support, and opportunities
resources, students, support community for students to
attending enriching Remediation engagement, gain skills,
parent-teacher their learning and fostering a knowledge,
conferences, and Enrichment sense of and
and promoting classes in belonging experiences
encouraging academic schools. and that can
their child's success. connection enhance their
academic to their faith academic and
growth and community. personal
progress. development.
5. Youth Parents can Alumni can Local Religious NGOs can
Development provide contribute by officials can leaders can partner with
Programs emotional sharing their provide provide schools to
support, experiences, funding, moral provide
 guidance, and skills, and resources, guidance, specialized
resources to knowledge and expertise spiritual resources,
their children, with current to support support, and expertise, and
and by being students, Youth community services such
actively serving as Development connections as job training,
involved in mentors, and Programs, to students, mentorship,
their child's providing and can helping them and
educational networking advocate for develop their community
and opportunities. the needs values and service
extracurricular and interests character. opportunities.
activities. of students.
6. Parents can Alumni can Local Religious NGOs can
Community volunteer their participate in officials can leaders can partner with
Service time and skills Community provide provide schools to
to support Service guidance, spiritual provide
Community projects as resources, guidance expertise,
Service mentors, role and support and support, resources, and
initiatives in models, and to helping services such
schools, such volunteers, Community students to as project
as leading helping to Service understand planning,
service instill a sense initiatives in the value of volunteer
projects, of social schools, serving management,
supervising responsibility helping to others and and skill-
students, and and ensure that the building
providing community projects are importance opportunities.
resources and engagement effective and of
expertise. in students. sustainable. compassion
and
empathy.

Activity 2. Spotting Commonalities and Differences

Directions: Create a T-chart reflecting the similarities and differences between the domains of
the National Competency-Based Standards for School Heads (NCBSSH) and the Competency
Framework for Southeast Asian School Heads (CFSASH). Then, in the ‘Summary’ section,
discuss briefly how the two frameworks can serve as practical guide in capacitating/developing
our future school heads effectively. Be guided by the sample diagram below.
NCBSSH FRAMEWORKS CFSASH
Differences Similarities Differences
1. The NCBSSH is organized into 1. Both NCBSSH and 1. CFSASH is designed to be
different domains, each CFSASH recognize the applicable across Southeast
representing a broad area of importance of effective Asia, taking into account the
responsibility, and further leadership and management shared cultural and
divided into strands that detail in school heads, emphasizing educational context of the
specific competencies within the need for strong region.
those domains. This structure administrative,
provides a clear and organizational, and
comprehensive framework for communication skills.
assessing and developing the
capabilities of school heads. 2. Both frameworks highlight 2. CFSASH provides less
the importance of teaching detailed standards than
and learning in the school NCBSSH, focusing on more
leadership role, recognizing general competencies that are
that school heads play a relevant to school heads
2. NCBSSH provides more critical role in supporting and across the region.
detailed and specific improving teaching and
standards for school heads, learning outcomes.
outlining specific behaviors,
skills, and knowledge 3. Both NCBSSH and 3. CFSASH emphasizes the
required for each CFSASH emphasize the importance of regional
competency. importance of community cooperation and collaboration
engagement and partnerships among school heads,
in the school leadership role, recognizing the need for
3. NCBSSH aligns with national recognizing that school heads shared knowledge and best
educational reforms, such as must build strong practices in education.
the implementation of the K-12 relationships with
curriculum in the Philippines. By stakeholders to achieve
defining competencies that educational goals.
support curriculum
management and instructional
leadership, the NCBSSH ensures
that school heads can
effectively guide their schools
through these significant
Summary: NCBSSH and CFSASH can serve as practical guides in capacitating/developing
future school heads by providing a framework for leadership development, focusing on
essential competencies, skills, and knowledge required for effective school leadership. By
referencing these frameworks, educational institutions can design training programs that help
 future school heads develop the necessary skills to manage schools efficiently, promote
student learning, and foster a positive school culture. Additionally, the frameworks can help in
identifying areas of improvement and developing customized training plans for individual
school leaders.

Activity 3. Mapping Elements of Positive Culture

Directions: Complete the following table by giving short descriptions/definitions for each of the
elements of positive culture, their importance to school success, as well as their specific
examples.
Elements Descriptions/ Importance Examples
Definitions
1. Collegiality refers to a cooperative It fosters a Teachers regularly
relationship among collaborative meet to discuss
colleagues who share environment where curriculum planning,
responsibility and authority individuals feel valued share teaching
within an organization. It and are more willing strategies, and
embodies the principles of to contribute their collaborate on
mutual respect, shared ideas and efforts interdisciplinary
decision-making, and towards common projects. This
collaborative work. objectives. collaborative
approach improves
instructional
practices and student
outcomes.
2. Experimentation The action or process of Allows teachers to Randomly selecting
trying out new ideas, try new approaches, all of the school
methods, or activities. fostering creativity, participating in the
innovation, and hand washing
improvement in poster campaign.
teaching practices.
3. High Expectations Believes that’s student Promote both The school's
will make accelerated, students' mission statement
rather than normal, academic emphasizes the
progress, and that pupils achievement and importance of
will move above their their wellbeing. academic rigor,
current level of Research shows encouraging
performance. students to strive for
excellence and set
high goals for
themselves.
4. Trust and A sense of trust and Creates a positive The school's
Confidence confidence among school culture, principal is
teachers, administrators, builds strong approachable and
and students, built on relationships transparent,
mutual respect, open between teachers building trust with
communication, and a and students, and teachers and
 commitment to learning. enables students to students by being
feel safe and responsive to
supported. concerns and
feedback.
5. Tangible Support Provision of financial Provides resources The school provides
assistance, material and assistance to a dedicated
goods, or services. Also help teachers mentorship program
called instrumental succeed in their for new teachers,
support, this form of roles, reducing pairing them with
social support stress and experienced
encompasses the improving student colleagues who
concrete, direct ways outcomes. offer guidance and
people assist others. support throughout
Informational support is the year.
the provision of advice,
guidance, suggestions, or
useful information to
someone.
6. Reaching Out to Accessing and utilizing a Ensures teachers The school's
Knowledge Base range of resources, have access to professional
including research, relevant research, development days
expertise, and best expertise, and best feature workshops
practices, to inform practices, improving led by experts in the
teaching and learning. instructional quality field, providing
and student teachers with
outcomes. opportunities to
learn from research-
based best practices.
7. Appreciation and Expressing gratitude and Boosts teacher Teachers receive
Recognition appreciation for the hard morale, motivation, handwritten notes
work and contributions and job satisfaction, of appreciation
of teachers, staff, and leading to increased from students and
students, through teacher retention colleagues,
recognition programs and and improved acknowledging their
celebrations. student outcomes. hard work and
dedication to
teaching.
8. Caring, Creating a positive and Creates a positive The school's annual
Celebration, and supportive learning school climate, talent show
Humor environment by showing promotes social- celebrates student
empathy and compassion emotional learning, creativity and talent,
for students, celebrating and helps students while also raising
successes and develop emotional funds for a local
milestones, and using intelligence and charity.
humor to build resilience.
relationships.
9. Involvement in Involving teachers, Empowers students Students participate
Decision Making students, and staff in and staff to take an in focus groups to
decision-making active role in help shape the
processes that affect the shaping the school's school's curriculum
school community, to direction, increasing and policy
promote ownership and student engagement decisions, ensuring
accountability. and sense of their voices are
ownership. heard and valued.
10. Protection of Prioritizing the well- Prioritizes the well- The school's
What is Important being and safety of being and safety of bullying prevention
students, teachers, and students, teachers, policy prioritizes
staff, while also and staff, creating a student safety and
protecting the values and positive school well-being,
traditions that are culture. ensuring that all
essential to the school students feel
community. supported and
protected.
11. Traditions Celebrating and honoring Provides a sense of The school's annual
the customs, rituals, and continuity and tradition of having a
practices that are unique stability, building holiday party for
to the school community, school identity and staff and students
which help to create a community. brings the
sense of belonging and community
identity. together, fostering a
sense of belonging
and connection.
12. Honest and Open Encouraging open and Fosters The school's
Communication transparent transparency, trust, principal holds
communication among and respect among regular town hall
all members of the all members of the meetings with
school community, school community, teachers and staff,
including honest promoting providing a
feedback, constructive collaboration and platform for open
criticism, and respectful building discussion and
disagreement. relationships. feedback on
important issues
affecting the school
community.